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Special Educational Needs and
Disabilities (SEND) Policy
2019-20
Believe * Achieve * Succeed
Executive Head Teacher: Mrs Whittaker
Head of School: Mrs Topolinski
SENCo: Mrs Atkins, Mrs Tuckley, Mrs Topolinski
Reviewed: September 2019
Next Review: September 2020
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Masefield Primary School
Special Educational Needs and Disabilities Policy 2018-2019
SEND Policy
SAFEGUARDING AND PROMOTING THE WELFARE OF CHILDREN
Introduction
The Education Act 2002 section 175 imposes a duty on schools and states that:
“The governing body of a maintained school shall make arrangements for ensuring that their functions
relating to the conduct of the school are exercised with a view to safeguarding and promoting the
welfare of children who are pupils at the school.”
Safeguarding is not just about Child Protection but also about making sure children are safe from
accidental injury, crime and anti-social behaviour. It should also ensure that all children feel safe and
have safe places to live.
Statutory guidance on safeguarding children came into effect in January 2007 and is still in force. It
defines schools’ duty to safeguard and promote the welfare of children as:
Protecting them from maltreatment
Preventing impairment of their health or development
Ensuring that they are growing up in circumstances consistent with the provision
of safe and effective care
Undertaking that role so as to enable them to have optimum life chances and to
enter adulthood successfully
Schools should give effect to their duty to safeguard and promote the welfare of their pupils by:
1. Creating and maintaining a safe learning environment.
2. Identifying where there are child welfare concerns and taking action.
3. Developing children’s understanding, awareness and resilience through
the curriculum.
4. Adopting safe recruitment and selection procedures which prevent
unsuitable persons from gaining access to children.
For schools, safeguarding children’s welfare therefore covers more than the contribution made to
child protection in relation to individual children. It also encompasses matters such as pupil health
and safety and bullying, racist abuse (about which there are specific statutory requirements),
together with a range of other issues, for example, arrangements for meeting the medical needs of
children with medical conditions, providing first aid, school security, drugs and substance misuse, etc.
about which the Secretary of State has issued guidance. Details of this school’s policies in these
areas are contained in other documents (See “Other Relevant Policies”).
This policy applies primarily to 2 above and reflects current legislation, accepted best practice and
complies with the government guidance: Working together to Safeguard Children (March 2010)
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Masefield Primary School’s Mission Statement and Aims
Mission Statement
At Masefield Primary School we take pride in ensuring that all children are safe, happy and
valued. Through an inspiring and creative curriculum, our children experience opportunities to
shine and achieve their potential.
We provide a motivating and challenging environment, where all their achievements are
celebrated.
Children are encouraged to become successful, confident and independent learners, equipping
them with skills to make a positive contribution to the local, wider and global community.
We believe that every teacher is the teacher of every child.
Aims
The aims of our school are:
To achieve and maintain high standards of behaviour, working together to promote an
atmosphere of mutual respect, trust, co-operation and understanding, where all are
valued and included.
To promote spiritual, ethical, moral, cultural, intellectual and social development of our
pupils, ensuring well-being and celebrating diversity.
To provide a supportive and nurturing environment to develop pupils’ communication,
thoughtfulness, self-awareness and caring attitudes, enabling them to value and share
responsibility for themselves, their families, relationships, society and the
environment.
To achieve and maintain an inclusive climate of equal opportunity, developing individuals
to aspire to and reach their full potential, in a safe, secure and engaging environment.
To involve and value children’s contributions in a democratic, decision-making process
that impacts upon their learning, personal development and the environment.
To foster an inclusive atmosphere conducive for learning, teaching and developing
communication skills, which provides a breadth and balance of learning experiences
that meets the needs of all children to promote enquiry and independence.
To equip children with the skills, knowledge and positive character attitiudes which will
allow them to develop a joy for life and learning, confidence in themselves, resilience,
patience and respect for others.
To strengthen partnerships between home, school and the wider community, including
parents/carers as partners who are actively involved in their child’s progress in
development and learning.
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To develop future citizens; preparing them to engage and persevere as individuals,
parents, workers in society who demonstrate adaptability and embrace economic,
social, cultural, technological and global change.
Special Educational Needs Coordinator (SENCo): Mrs R. Atkins, Mrs M. Tuckley, Mr A. Done,
Mrs G. Topolinski
Contact Details: Tel: 01204 333714 Email: [email protected]
PHILOSOPHY
Everyone at Masefield Primary School is committed to providing the conditions and
opportunities to enable any child with Special Educational Needs and/or disabilities (SEND)
to be included fully in all aspects of school life. It is our ethos that all members of the
school community are respected and seen to have potential for improvement. Through
effective teaching and learning, supporting and encouraging, together we can enable the
fulfilment of that potential. We aim for success for all.
AIMS OF THE SEND POLICY
Masefield Primary School values the abilities and achievements of all its pupils, and is
committed to providing for each pupil the best possible environment for learning. Our
SEND Policy reinforces the need for teaching that is fully inclusive. The Governing
Body will ensure that appropriate provision will be made for all pupils with SEND. This
also links to our Safeguarding and Child Protection policies.
Our aim is to raise the aspirations of and expectations for all pupils with SEN by ensuring
that:
All children have access to a broad and balanced curriculum.
All children are treated equally and are given equal opportunities to achieve their full
potential, providing a focus on outcomes for each child.
A secure environment is in place in which all children can develop self-confidence, self-
esteem and a positive self-image.
Children are involved, appropriate to age and ability, in the implementation, monitoring
and review of any provision made for SEN.
Parents and carers feel part of their child’s education and development.
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OBJECTIVES OF THE SEND POLICY
To ensure the identification of all pupils requiring SEND provisions is as early as possible
in their school career
To identify and provide for pupils who have Special Educational Needs and other needs,
working to the guidelines set out in the Code of Practice 2015
To operate a “whole pupil” approach to the management of Special Educational Needs
To provide a Special Educational Needs Coordinator who will work within the SEN
Inclusion Policy
To ensure that parents of pupils with SEND are kept fully informed of their child’s
progress and attainment
To ensure that SEND pupils are involved, where practical, in decisions affecting their
future SEND provision
To ensure that all pupils have access to a broad and balanced curriculum by using a variety
of teaching styles and catering for different learning styles.
To ensure that all learners make the best possible progress
To provide a differentiated curriculum appropriate to individual’s needs and abilities and
to provide intervention at a suitable level when a child is identified as having SEN
To ensure that SEND pupils take as full a part as possible in all school activities
To promote effective partnerships and involve outside agencies when and where
appropriate
To ensure that all pupils, parents and colleagues with a disabilities have access to all areas
of the school necessary for them to be fully included in the curriculum and school life
To use resources effectively to support children with SEND
To assess and keep records of the progress of children with SEND
To provide on-going and up-to-date training for all staff working with children with SEND
IDENTIFYING SPECIAL EDUCATIONAL NEEDS
At Masefield, we recognise that approximately one in five children will have SEN at some
time during their school career. In implementing this policy, we believe pupils will be helped
to overcome their difficulties.
Children with SEND may have learning needs or physical disabilities, which make it more
difficult for them to learn at the same rate as most other children their age. For this
reason, they may need extra help and support to ensure that they achieve to their full
potential. For example with their learning, with understanding of information, with
remembering information, managing behaviour or organising themselves etc. This extra
provision is put in place to support children to be able to access the curriculum and to make
progress.
There is a single School Based Category of Special Educational Needs Support for all
children with SEN. Children’s needs are identified by considering the whole needs of the
child, not only special educational needs.
There are 4 areas of need, where children may have difficulties:
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Cognition and Learning
Communication and Interaction
Social, Emotional and Mental Health
Sensory and/or Physical
Where a child is not progressing at a similar rate to that of their peers, or fails to match
their previous rate of progress, despite high quality teaching targeted at specific areas of
difficulty, it may be that the child has SEN.
There can be many issues which can impact on progress and attainment, such as attendance
and punctuality; disability; health and welfare, including Looked After Children and those in
receipt of Pupil Premium Grant; attendance at several different schools; difficulties where
English is not the first language, or worries which distract the child from learning. We
understand that children who experience barriers to learning are vulnerable. However, this
does not mean that all vulnerable learners have SEN. Only those children identified as having
a learning difficulty which requires special educational provision will be identified as having
SEN.
Where any child is not making adequate progress in learning, targeted group interventions
will be implemented by the Class Teacher. When it is judged to be appropriate and the child
begins to make good progress, extra support will gradually be withdrawn and the outcomes
monitored.
If progress still does not improve, despite these interventions, the child will then be placed
on the SEN Register.
Parents will be informed where the child is in need of SEN Support and meetings will be held
to discuss and review provision and progress towards the set outcomes, at least termly.
Where a child has a Statement of Education or Health & Care Plan, a Local Authority Annual
Review or Person Centred Review will be carried out.
Where a child is identified as having SEN, the school will provide support that is additional
to, or different from, the differentiated approaches and learning arrangements provided
within high quality teaching, as set out in the School Offer published on the school website.
Admission arrangements
The Governing Body believes that the admissions criteria should not discriminate against
pupils with SEND and has due regard for the practice advocated in the Code of Practice, in
that ‘All schools should admit pupils already identified as having special educational needs, as
well as identifying and providing for pupils not previously identified as having SEND’. Pupils
with special educational needs but without Statements must be treated as fairly as all other
applicants for admission.
Masefield Primary School strives to be a fully inclusive school and fully complies with the
Equality Act (2010). We acknowledge the range of issues to be taken account of in the
process of development. All pupils are welcome, including those with special educational
needs, in accordance with the LA Admissions Policy. According to the Education Act 1996
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(Section 316), if a parent wishes to have their child with a statement educated in the
mainstream the LA must provide a place unless this is incompatible with the efficient
education of other children, and there are no reasonable steps that can be taken to prevent
the incompatibility.
SECTION A: ROLES OF PEOPLE INVOLVED IN SEND
A1: Role of the SENCO
The SENCO plays a crucial role in the school’s SEND provision. This involves working with the
head teacher and Governing Body to determine the strategic development of the policy.
Please note that there are a large number of named SENCOs on this policy. This is due to
the SENCO (Mrs R. Atkins) going off on maternity leave from October 2018. Due to this, Mr
A. Done and Mrs G. Topolinski will be carrying out the SENCO roles on a daily basis. They will
also receive support from Mrs M. Tuckley who is SENCO at Red Lane, our BASE Academy
partner school.
Other responsibilities include:
Overseeing the day-to-day operation of the policy.
Ensuring and encouraging all staff are following the schools SEND policy and
procedures.
Fostering good practice throughout the school with reference to the code of practice.
Co-ordinating the provision for pupils with SEND.
Liaising with and giving advice to fellow teachers.
Creating an annual audit of children with SEND and mapping provision.
Updating SEND list termly.
Managing the SEND resources for pupils and staff information.
Managing Learning Support Assistants.
Overseeing pupils’ records.
Liaising with the parents.
Making a contribution to INSET.
Liaising with external agencies, LA support services, Health and Social Services, and
voluntary bodies.
For effective co-ordination staff must be aware of:
The roles of the participants
The procedures to be followed
The responsibility all teachers have in making provision for SEND pupils
The commitment required by staff to keep the SENCO well informed about pupils’
progress
Mechanisms that exist to allow teachers access to information about SEND pupils
What exactly constitutes a ‘level of concern’ and at which point SEN support is
initiated
Mechanisms that exist to alert the SENCO to such ‘levels of concern’
The procedure by which parents are informed of this concern and the subsequent
SEND provision
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Additionally, parents must be given clear guidance to the means by which they can
contribute to co-ordination, and how they can provide additional information when and
if required.
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A2: Role of the Governing Body
The Governing Body’s responsibilities to pupils with SEN include:
Ensuring that provision of a high standard is made for SEND pupils
Ensuring that a ‘responsible person’ is identified to inform other staff about all areas
of SEND and all those involved with teaching and supporting Statemented pupils.
Ensuring that SEND pupils are fully involved in school activities
Having regard to the Code of Practice when carrying out these responsibilities
Being fully involved in developing, monitoring and subsequently reviewing SEND policy
Reporting annually to parents on the school’s SEND Policy including the allocation of
resources from the school’s devolved/delegated budget
A3: Role of the Class Teacher
The Code of Practice clearly acknowledges the importance allocated to the teacher, whose
responsibilities include:
Being aware of the school’s procedures for the identification and assessment of, and
subsequent provision for, SEND pupils
Collaborating with the SENCO to decide the action required to assist the pupil to
progress
Working with the SENCO to collect all available information on the pupil
In collaboration with the SENCO, develop individual learning plans for SEND pupils.
Working with SEND pupils on a daily basis to deliver the learning plan targets within
differentiated planning
Developing constructive relationships with parents
Being involved in the development of the school’s SEND policy
A4: Role of the head teacher
The head teacher’s responsibilities include:
The day-to-day management of all aspects of the school including the SEND provision
Keeping the Governing Body well informed about SEND within the school
Working closely with the SENCO/SEND team
Informing parents of the fact that SEND provision has been made for their child
Ensuring that the school has clear and flexible strategies for working with parents,
and that these strategies encourage involvement in their child’s education
A5: Co-ordinating and managing provision
Masefield Primary School recognises the SENCO to have a key role in determining the
strategic development of the SEND policy and provision in the school in order to raise the
achievement of children with SEND. At Masefield Primary School SEND provision is an
integral part of the School Improvement Plan.
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SECTION B: IDENTIFICATION, ASSESSMENT AND PROVISION
B1: Allocation of Resources
All schools in Bolton LA receive funding for pupils with SEND in these main ways:
The base budget covers teaching and curriculum expenses for all pupils. This is known as
‘Place’. The delegated SEND budget (based on the LA formula, and generated in part by
numbers on the SEN Register and previous attainment) covers the additional SEN support
required, known as ‘Place Plus’. Specific funds are allocated to pupils with Education Health
and Care Plans (these have replaced funding previously known as Statements). This is from
the High Needs Funding Block and assumes that the school is providing the first £10,000
worth of provision, accounting for ‘Place’ and ‘Place Plus’ funding already in school. The school
receives additional funding from the Government due to derivation factors. Bolton LA gives
this allocated money to schools.
The Code recommends that ‘it is good practice for the costs of the SENCO (or those parts
of the post holder’s work devoted to SENCO duties) to be set against the core or base
budget of the school rather than against additional funds delegated to the school for the
purpose of meeting the particular needs of children with SEN.’ (5.35). The DEF state that
‘core or base budget’ refers to sources 1 and 2 above.
The school receives a budget allocation for SEND and the Governing Body ensures that
resources are allocated to support appropriate provision for all pupils requiring it, and in
meeting the objectives set out in this policy. For the year 2017-18 the notional SEND budget
allocation is £211,925, of which £17,981.48 will be allocated to meet the needs of pupils with
Statements of Special Educational Need or Education, Health and Care Plan.
Masefield Primary School follows LA guidance to ensure that all pupils’ needs are
appropriately met. Details of how resources are allocated to and amongst pupils with SEN
are included in the School Information Report, which parents can access via the school’s
website – www.masefield.bolton.sch.uk
It is the SENCOs responsibility, in conjunction with the Head Teacher to manage SEN
resources efficiently through managing the budget for SEN and distributing the resources
fairly according to need. It also involves advising the Governors and colleagues of any
additional resources received or required. This is achieved by:
Identifying the SEND within school
Evaluating present resources
Organising present resources
Identifying gaps
Identifying the personnel needs
Reviewing regularly
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B2: Identification, Assessment and Review
CATEGORIES OF SPECIAL EDUCATIONAL NEED
The new Code does not assume that there are hard and fast categories of special educational
need, but recognises those children’s needs and requirements fall into four broad areas.
1. Communication and interaction
2. Cognition and learning
3. Social, emotional and mental health
4. Sensory and / or physical
The SEN Code of Practice 2015 makes it clear that
‘All teachers are teachers of pupils with special educational needs.’
All teachers are responsible for identifying pupils with SEND and, in collaboration with the
SENCO, will ensure that those pupils requiring different or additional support are identified
at an early stage. Assessment is the process by which pupils with SEND can be identified.
Whether or not a pupil is making adequate progress is seen as a significant factor in
considering the need for SEND provision.
(b) EARLY IDENTIFICATION
Early identification of pupils with SEND is a priority at Masefield. The school will use
appropriate screening and assessment tools, and ascertain pupil progress through:
Evidence obtained by teacher observation/ assessment.
Their performance in the National Curriculum judged against age related expectations
Pupil progress in relation to national expectations
Evidence/observations from parents.
Pupils’ performance in Early Years against the ages and stages guidelines and the Early
Years Profile.
Standardised screening or assessment tools such as:-
o Screening /diagnostic tests
o Reading and spelling tests (Dec/June)
o NFER non-verbal reasoning tests (Year 3)
o Information from outside agencies e.g. Ladywood, Behaviour Support and
Educational Psychologist, Early Years Intervention, other medical
professionals
o Reports or observations
o Records from previous schools
o Information from parents
o Prior assessments
o External exam results
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(c) SEND PROVISION
On entry to the school, each child’s attainment will be assessed. This will help to inform the
school of a child’s aptitudes, abilities, and attainments, and will be used to improve continuity
in provision and learning (see Assessment Policy). The records provided help the school to
design appropriate differentiated learning programmes. For pupils with identified SEND the
SENCO/Class teacher will use the records to:
Provide starting points for an appropriate curriculum
Identify the need for support within the class
Assess learning difficulties
Ensure on-going observations/assessments provide regular feedback on achievements/
experiences, for planning next steps in learning
Involve parents in a joint home-school learning approach
(d) THE RANGE OF PROVISION
The main methods of provision made by the school are:
Full-time education in classes, with additional help and support by class
teacher/subject teachers through an appropriately differentiated curriculum – this
may look different to each child with SEND dependent on their needs.
Periods of withdrawal to work with a support teacher for English and Mathematics
sessions
In-class support with adult assistance
Monitored attendance and support with attendance if needed
Support from specialists within class or as part of a withdrawal programme e.g.
Ladywood, Behaviour support service, or Speech and Language.
Access to a counsellor for counselling sessions, if needed
A full list is available on the school’s website in the SEN Information Report
(e) ENGLISH AS AN ADDITIONAL LANGUAGE
Particular care will be needed with pupils whose first language is not English. Teachers will
closely follow their progress across the curriculum to ascertain whether any problems arise
from uncertain command of English or from special educational needs. It will be necessary to
assess their proficiency in English before planning any additional support that might be
required.
(f) MONITORING PUPIL PROGRESS
Progress is a crucial factor in determining the need for additional support. Adequate
progress is that which:
Narrows the attainment gap between pupils and peers
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Prevents the attainment gap widening
Is equivalent to that of peers starting from the same baseline but less than the
majority of peers
Equals or improves upon the pupil’s previous rate of progress
Ensures full curricular access
Shows an improvement in self-help and social or personal skills
Shows improvements in the pupil’s behaviour
If a child’s class teacher, in consultation with child’s parents, concludes that a child may need
further support to help their progress, the teacher should seek the help of the SENCO. The
SENCO and teacher will review the approaches adopted thus far and judge whether the pupil
requires further support in order to help them make progress. The pupil is placed on the
SEND list as a concern. Thus, the child will receive some additional support in class. It is
hoped that with this additional support, the child will make rapid progress and can therefore
come off the concern list. If progress is not made whilst the child is categorised as a
‘concern’ it may be that further intervention is needed. Where support additional to that of
normal class provision is required, it will be provided through SEN Support. If, after further
consideration, it is decided that expert advice is needed, then this will be sought by the
SENCO with the parents’ approval. Where concerns remain despite sustained intervention,
the school will consider requesting an assessment for an Education, Health and Care Plan
(EHCP). Parents will be fully consulted at each stage. Each of these intervention programmes
is detailed in appropriate sections of this policy and outlined by the flow chart in Appendix I.
The school also recognises that parents have a right to request an assessment for an
Education, Health and Care Plan (EHCP)
(g) RECORD-KEEPING
The school will record the steps taken to meet pupils’ individual needs. The SENCO will
maintain the records and ensure access to them is restricted to those with permission to
view. In addition to the usual school records, the pupil’s profile will include:
Information from parents
Information on progress and behaviour
Pupil’s own perceptions of difficulties
Information from health/social services or other agencies where appropriate
Early Help assessment documentation
Teaching pupils with SEND is a whole-school responsibility. The core of the teachers’ work
involves a continuous cycle of planning, teaching, and assessing, taking into account the
differences in pupils’ abilities, aptitudes, and interests. Some pupils may need increased
levels of provision and support. The Code of Practice advocates a graduated response to
meeting pupils’ needs. When they are identified as having SEND, the school will intervene
through SEN Support using an ‘Assess, plan, do, review’ process.
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SEN support is characterised by interventions that are different from or additional to the
normal differentiated curriculum. This intervention can be triggered through a concern,
supplemented by evidence that, despite receiving differentiated quality first teaching,
pupils:
Make little or no progress
Demonstrate difficulty in developing English or Mathematic skills
Show persistent emotional/behavioural difficulties, which are not affected by
behaviour management strategies
Have sensory/physical problems, and make little progress despite the provision of
specialist equipment
Experience communication and/or interaction problems and make little or no progress
despite experiencing a differentiated curriculum
If the school decides, after consultation with parents, that a pupil requires additional
support to make progress, the SENCO, in collaboration with teachers, will support the
assessment of the pupil and have an input in planning future support. The class teacher will
remain responsible for planning and delivering individualised programmes. Parents will be
closely informed of the action and results.
USE OF SUPPORT STAFF WITHIN SEN SUPPORT
Support staff are used in a variety of ways in providing SEN support at Masefield. They help
us to provide extra support to pupils with SEND in the following ways:
They work with small groups or one-to-one with children, daily
Provide playground support
Model appropriate behaviour
Listening and speaking support
Provide Maths and English support
Sit close by a pupil on a main input session and act as a prompt or interpret what the
teacher may be saying or asking.
NATURE OF INTERVENTION
The SENCO in collaboration with the class teacher will decide the action required to help the
pupil to make progress. Based on the results of previous assessments, the actions might be:
Deployment of extra staff to work with the pupil
Provision of alternative learning materials/ special equipment
Differentiated timetable
Group support
Provision of additional adult time in devising interventions and monitoring their
effectiveness
SEN Support
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Staff development/training to undertake more effective strategies
Access to support services for advice on strategies, equipment, or staff training
LEARNING PLANS
Strategies for pupils’ progress will be recorded in their learning plans containing information
on:
Short-term targets
Teaching strategies
Provision made
Date for review
Success and/or exit criteria
The outcomes recorded at review
The learning plan will record only that which is different from or additional to the normal
differentiated curriculum, and will concentrate on three or four individual targets that
closely match the pupil’s needs. In line with the SEND Code of Practice (2015) the Passport
will be developed with the child and parents.
REVIEWING LEARNING PLANS
Learning plans are reviewed at least 3 times a year. The review is held with the class
teacher and, if appropriate, the child themselves. The school will endeavour to hold the
reviews in an informal manner, and parents’ views on their child’s progress will actively be
sought. If parents feel that they require further meetings, these are available on request
with the child’s class teacher or SENCO.
Where concerns around a child continue in spite of quality first teaching and high quality
intervention as outlined above, it is possible that advice from external support agencies will
be sought. External support services will advise on targets for a new learning plan and
provide specialist inputs to the support process. This will usually be triggered through
continued concern, supplemented by evidence that, despite receiving differentiated teaching
and a sustained level of support, a pupil:
Still makes little or no progress in specific areas over a long period
Continues to work at National Curriculum levels considerably lower than expected for a
child of similar age
Continues to experience difficulty in developing English and/or Mathematics skills
Has emotional/behavioural problems that often substantially impede their own learning
or that of the group, and this may be despite having an individualised behavioural
management programme.
Has sensory or physical needs requiring additional specialist equipment or visits/advice
from specialists.
External support
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Has communication or interaction problems that impede the development of social
relationships, thus presenting barriers to learning
External support services will require access to pupils’ records in order to understand the
strategies employed to date, and the targets set and achieved. The specialist may be asked
to provide further assessments and advice, and possibly work directly with the pupil. Parental
consent will be sought for any additional information required. Where appropriate, the school
may well request direct intervention/support from a specialist/teacher.
REQUEST FOR AN EDUCATION, HEALTH AND CARE PLAN (EHCP)
The school will request an assessment for an EHCP from the LA when, despite an
individualised programme of sustained intervention within SEN Support, the child’s progress
and ability remains a significant cause for concern. It might also be requested by a parent or
outside agency. The school will have the following information available:
The action followed with respect to SEN Support
The pupil’s learning plan
Records and outcomes of regular reviews undertaken
Information on the pupil’s health and relevant medical history
Attainment levels – English and Maths, as well as other curriculum areas
Other relevant assessments from specialists such as support teachers and educational
psychologists
Early Help Assessment
The views of parents
Where possible, the views of the child
Social Services/Educational Social Work Service reports
Any other involvement by professionals
An Education Health and Care Plan (EHCP) will normally be provided where, after a statutory
assessment, the LA considers the child requires provision beyond what the school can offer.
However, the school recognises that a request for a statutory assessment does not
inevitably lead to an Education Health and Care Plan.
An EHCP will include details of learning objectives for the child. These are used to develop
targets that are:
Matched to the longer-term objectives and aspirations set in the Plan
Of shorter term
Established through parental/pupil consultation
Set out in a learning plan
Implemented in the classroom
Delivered by the class teacher with appropriate additional support where specified
REVIEWS OF STATEMENTS AND EDUCATION HEALTH AND CARE PLANS
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Education, Health and Care Plans are a relatively new initiative and have been given to pupils
applying for statutory assessment from September 2014. For those children who already had
a Statement, these will continue to be monitored and reviewed in the same way until the time
comes when they can be transferred to an EHCP (see below for more details). Statements
and Education, Health and Care Plans must be reviewed annually. The LA will inform the head
teacher at the beginning of each school term of the pupils requiring reviews. The SENCO will
organise these reviews and invite:
The child’s parent
The child - if appropriate. If the child is unable to be present, their views will be
expressed at the meeting on their behalf. It may be appropriate for the child to
attend a short section of the review, rather than staying for its entirety
The relevant teacher
A representative of the LA
Any other person the LA considers appropriate
Any other person the head teacher considers appropriate
The aim of the review will be to:
Assess the pupil’s progress in relation to the Pupil Passport targets
Review the provision made for the pupil in the context of the National Curriculum and
levels of attainment in basic English/Mathematics and life skills
Consider the appropriateness of the existing Statement or EHCP in relation to the
pupil’s performance during the year, and whether to cease, continue, or amend it
Set new targets for the coming year
Year 5 reviews will indicate the provision required in Secondary school.
At Year 2 and Year 6 reviews, Statements will be changed over to an EHCP, therefore a
different type of review will be held. This is called a Person Centred Review. The SENCO of
the Secondary school chosen (for Year 6 children) will be invited to attend as well as all
other relevant agencies as listed above. At a Person Centred Review, long-term aspirations
for the child will be discussed in order to make the new targets needed for the Plan. Through
this process, all Statements will eventually be changed into EHC Plans.
With due regard for the time limits set out in the Code, the SENCO will write a report of
the annual review meeting and send it, with any supporting documentation, to the LA. The
school recognises the responsibility of the LA in deciding whether to maintain, amend, or
cease a Statement of SEN.
B3: Curriculum Access and Inclusion
Masefield Primary School strives to be an inclusive school, engendering a sense of community
and belonging through its:
Inclusive ethos
Broad and balanced curriculum for all pupils
Systems for early identification of barriers to learning and participation
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High expectations and suitable targets for all children
At Masefield Primary School we have adopted a whole- school approach to SEND, with all
teachers aware of the SEND policy and practice. Pupils identified as having SEND are, as far
as is practicable, fully integrated into mainstream classes. Every effort is made to ensure
that they have full access to the National Curriculum and are integrated into all aspects of
the school.
B4: Evaluating success
The success of the school’s SEND Policy and provision is evaluated through:
Monitoring of classroom practice by SENCO and subject co-ordinators
Analysis of pupil tracking data and test results for individual pupils and for cohorts
Value-added data for pupils on the SEND Register
Consideration of each pupil’s success in meeting learning plan targets
Termly monitoring of procedures and practice by the SEND Governor
School self-evaluation
The School Information Report that parents can access
The LA SEND moderation process
The School Development Plan/SEND action Plan
We will set targets matched to a set of specified aims to provide indicators against which
progress can be measured.
In evaluating the success of this policy, the school will consider and value the views of:
o Teachers
o Parents
o Pupils
o External professionals
B5: Complaints procedures
The school’s complaints procedure is outlined in the school prospectus. SEND Code of
Practice outlines additional measures the LA must set up for preventing and resolving
disagreements. These will be explained to parents if required.
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SECTION C: PARTNERSHIP WITHIN AND BEYOND THE SCHOOL
C1: Staff development and appraisal
All staff are encouraged to attend courses that help them to acquire the skills needed to
work with SEND pupils (see training plan). Part of the SENCO’s role in school-based INSET
is to develop awareness of resources and practical teaching procedures for use with SEND
pupils. As a routine part of staff development, INSET requirements in SEND will be
assessed. The Governing Body will undertake a similar review of training needs. TAs’
requirements in supporting pupils’ needs will be considered frequently. NQTs and staff new
to the school will be given training on the school’s SEND Policy as part of their induction.
The School’s INSET needs will be included in the School Development Plan.
C2: Links with other agencies, organisations and support services
The school recognises the important contribution that external support services make in
assisting to identify, assess, and provide for, SEND pupils
When it is considered necessary, colleagues from the following support services will be
involved with SEND pupils:
Educational psychologists
Medical officers
Speech and Language therapists
Physiotherapists
Hearing impairment services
Visual impairment services
Pupil Referral Service (PRS)
Education Service for Physical Disability (ESPD)
Ladywood Outreach
Occupational therapy
Traveller Education
Early Intervention Team (EIT)
In addition, important links are in place with the following organisations:
The LA
Specialist Services
Education Social Worker
Social Services
Sure Start Children’s Centre
Friends of Masefield Primary School
Other groups, charities or organisations
C3: Partnership with parents
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Masefield Primary School firmly believes in developing a strong partnership with parents and
that this will enable children and young people with SEND to achieve their potential. The
school recognises that parents have a unique overview of the child’s needs and how best to
support them, and that this gives them a key role in the partnership.
‘Parents hold key information and have a critical role to play in their children’s education.
They have unique strengths, knowledge, and experience to contribute to the shared view of a
child’s needs and the best way of supporting them.’ (CoP 2.2)
The school will make available, to all parents of pupils with SEND, details of the Bolton
Information and Advisory Service (Previously Bolton Parent Partnership Service) available
through the LA. The SEND Code of Practice outlines that ‘LAs should work in partnership
with local and parent organisations, as well as the parent partnership service . . . to ensure
that parents receive comprehensive, neutral, factual and appropriate advice.’ (CoP 2.14)
C4: The voice of the child
All children should be involved in making decisions, where possible, right from the start of
their education. The ways in which children are encouraged to participate should reflect the
child’s evolving maturity. Participation in education is a process that will necessitate all
children being given the opportunity to make choices and to understand that their views
matter. Confident young children, who know that their opinions will be valued and who can
practise making choices, will be more secure and effective pupils during their school years.
At Masefield Primary School, we encourage pupils to participate in their learning by
reflection, journals, discussing learning plan targets, discussing their work and visual aids.
C5: Links with other schools and transfer arrangements
Schools should give details of their particular transfer arrangements. There are new
statutory arrangements for Annual Reviews of pupils who have Statements in Y6 or at phase
transfer, bearing in mind the following requirements of the Code:
For all children transferring between phases, except from early education settings, a
provisional recommendation should be made in the year previous to transfer so that parents
can consider options at the same time as other parents. The child’s statement must then be
amended by spring term of the year of transfer in the light of the recommendations of the
annual review, the parents’ views and preferences and the response to consultation by the LA
with the schools concerned. This information will all be used in the development of an EHC
Plan. All the arrangements for a child’s placement should therefore be completed no later
than the beginning of March before transfer.
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Special Educational Needs and
Disabilities (SEND) Policy
SUMMARY
2018-19
Believe * Achieve * Succeed
Executive Head Teacher: Mrs Whittaker
Head of School: Mrs Topolinski
SENCo Support and SENCo: Mrs Atkins, Mrs Tuckley, Mrs Topolinksi
Reviewed: September 2018
Next Review: September 2019
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Masefield Community Primary School
Special Educational Needs and Disabilities Policy 2018-2019
SEND Policy
SAFEGUARDING AND PROMOTING THE WELFARE OF CHILDREN
Introduction
The Education Act 2002 section 175 imposes a duty on schools and states that:
“The governing body of a maintained school shall make arrangements for ensuring that their functions
relating to the conduct of the school are exercised with a view to safeguarding and promoting the
welfare of children who are pupils at the school.”
Safeguarding is not just about Child Protection but also about making sure children are safe from
accidental injury, crime and anti-social behaviour. It should also ensure that all children feel safe and
have safe places to live.
Statutory guidance on safeguarding children came into effect in January 2007 and is still in force. It
defines schools’ duty to safeguard and promote the welfare of children as:
Protecting them from maltreatment
Preventing impairment of their health or development
Ensuring that they are growing up in circumstances consistent with the provision
of safe and effective care
Undertaking that role so as to enable them to have optimum life chances and to
enter adulthood successfully
Schools should give effect to their duty to safeguard and promote the welfare of their pupils by:
1. Creating and maintaining a safe learning environment.
2. Identifying where there are child welfare concerns and taking action.
3. Developing children’s understanding, awareness and resilience through
the curriculum.
4. Adopting safe recruitment and selection procedures which prevent
unsuitable persons from gaining access to children.
For schools, safeguarding children’s welfare therefore covers more than the contribution made to
child protection in relation to individual children. It also encompasses matters such as pupil health
and safety and bullying, racist abuse (about which there are specific statutory requirements),
together with a range of other issues, for example, arrangements for meeting the medical needs of
children with medical conditions, providing first aid, school security, drugs and substance misuse, etc.
about which the Secretary of State has issued guidance. Details of this school’s policies in these
areas are contained in other documents (See “Other Relevant Policies”).
This policy applies primarily to 2 above and reflects current legislation, accepted best practice and
complies with the government guidance: Working together to Safeguard Children (March 2010)
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THE SEN AIMS OF THE SCHOOL To ensure the identification of all pupils requiring SEND provision is as early as possible in their school
career.
To ensure that parents of SEND pupils are kept fully informed of their child’s progress and attainment.
To ensure that SEND pupils are involved, where practical, in decisions affecting their future SEND
provision.
To ensure that all pupils have access to a broad and balanced curriculum.
To ensure that all learners make the best possible progress.
To provide a differentiated curriculum appropriate to the individual’s needs and ability.
To ensure that SEND pupils take as full a part as possible in all school activities.
To promote effective partnerships and involve outside agencies when and where appropriate.
To ensure that all pupils, parents and colleagues with a disability have access to all areas of the school
necessary for them to be fully included in the curriculum and school life.
DEFINITION OF SPECIAL EDUCATIONAL NEEDS - A child has special educational needs if he or
she has learning difficulties or physical difficulties that call for special educational provision to be made.
Special education provision means: For a child over two, educational provision which is additional to, or different from, the educational provision
made generally for children of the same age in maintained schools, (other than special schools) in the area
THE ROLE OF THE SENCO - the SENCO plays a crucial role in the school’s SEND
provision including: Overseeing the day-to-day operation of the policy.
Ensuring and encouraging all staff are following the
schools SEND policy and procedures.
Fostering good practice throughout the school with
reference to the code of practice.
Co-ordinating the provision for pupils with SEND.
Liaising with and giving advice to fellow teachers.
Creating an annual audit of children with SEND and
mapping provision.
Updating SEND list termly.
Managing the SEND resources for pupils and staff
information.
Managing Learning Support Assistants.
Overseeing pupils’ records.
Liaising with the parents.
Making a contribution to INSET.
Liaising with external agencies, LA support services,
Health and Social Services, and voluntary bodies.
THE ROLE OF THE GOVERNING BODY - the Governing Body’s responsibilities to pupils with SEN
include: Ensuring that provision of a high standard is made for
SEND pupils
Ensuring that a ‘responsible person’ is identified to
inform other staff about all areas of SEND and all
those involved with teaching and supporting pupils the
Statements or an EHC Plan.
Ensuring that SEND pupils are fully involved in school
activities
Having regard to the Code of Practice when carrying
out these responsibilities
Being fully involved in developing, monitoring and
subsequently reviewing SEND policy
Reporting annually to parents on the school’s SEND
Policy including the allocation of resources from the
school’s devolved/delegate budget
THE ROLE OF THE CLASS TEACHER - the Code of Practice clearly acknowledges the importance
allocated to the teacher, whose responsibilities include: Being aware of the school’s procedures for the
identification and assessment of, and subsequent
provision for, SEND pupils
Collaborating with the SENCO to decide the action
required to assist the pupil to progress
Working with the SENCO to collect all available
information on the pupil
In collaboration with the SENCO, develop Pupil
Passports for SEND pupils.
Working with SEND pupils on a daily basis to deliver
the targets within differentiated planning
Developing constructive relationships with parents
Being involved in the development of the school’s SEND
policy
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Admission arrangements The Governing Body believes that the admissions criteria should not discriminate
against pupils with SEND and has due regard for the practice advocated in the Code of Practice, in that ‘All
schools should admit pupils already identified as having special educational needs, as well as identifying and
providing for pupils not previously identified as having SEND’. Masefield Primary School strives to be a fully
inclusive school and fully complies with the Equality Act (2010).
PROVISION The school receives a budget allocation for SEND and the Governing Body ensures that resources
are allocated to support appropriate provision for all pupils requiring it, and in meeting the objectives set out in
this policy. For the year 2017-18 the notional SEND budget allocation is £211,925, of which £17,981.48 will be
allocated to meet the needs of pupils with Statements of Special Educational Need or Education, Health and
Care Plan.
CATEGORIES OF SPECIAL EDUCATIONAL NEED – the code of practice does not assume that there are
hard and fast categories of special educational need, but recognises those children’s needs and requirements
fall into 4 broad areas:
1. Communication and Interaction
2. Cognition and Learning
3. Social, emotional and mental health
4. Sensory and/or physical
The SEN Code of Practise 2015, makes it clear that “all teachers are teachers of pupils with
special educational needs”. All teachers are responsible for identifying pupils with SEND
and, in collaboration with the SENCO, will ensure that those pupils requiring different or
additional support are identified at an early stage. Assessment is the process by which
pupils with SEND can be identified.
EARLY IDENTIFICATION - early identification of pupils with SEND is a priority. The
school will use appropriate screening and assessment tools, and ascertain pupil progress
through Evidence obtained by teacher observation/ assessment.
Their performance in N.C. judged against Moorgate’s
assessment criteria
Pupil progress in relation to age-related expectations
Evidence/observations from parents.
Pupils’ performance in Early Years against the ages and
stages guidelines and the Early Years Profile.
Standardised screening or assessment tools such as:- Screening /diagnostic tests
Reading and spelling tests(Dec/June)
NFER non verbal reasoning tests (year 3)
Information from outside agencies e.g.
Ladywood, focus learning support and
Educational Psychologist
Reports or observations
Records from previous schools, etc.
Information from parents
Assessment results
External exam results
SEND PROVISION - on entry to the school each child’s attainment will be assessed. This
will help to inform the school of a child’s aptitudes, abilities, and attainments, and will be
used to improve continuity in provision.
THE RANGE OF PROVISION - the main methods of provision made by the school are:
Full-time education in classes, with additional help and support by class
teacher/subject teachers through a differentiated curriculum
Periods of withdrawal to work with a support teacher or Booster workers for literacy
and numeracy.
In-class support with adult assistance
Attendance with a specialised teacher within the school.
Support from specialists within class or as part of a withdrawal programme e.g.
Ladywood, Behaviour support service, or Speech and Language.
The schools part time counsellor
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A full list is available on the school’s website in the document named school information
report.
ENGLISH AS AN ADDITIONAL LANGUAGE - particular care will be needed with pupils
whose first language is not English. Teachers will closely follow their progress across the
curriculum to ascertain whether any problems arise from uncertain command of English or
from special educational needs.
MONITORING PUPIL PROGRESS Narrows the attainment gap between pupils and peers
Prevents the attainment gap widening
Is equivalent to that of peers starting from the same
baseline but less than the majority of peers
Equals or improves upon the pupil’s previous rate of
progress
Ensures full curricular access
Shows an improvement in self-help and social or
personal skills
Shows improvements in the pupil’s behaviour
If a child’s class teacher in consultation with parents concludes that a child may need
further support to help their progress, the teacher should seek the help of the SENCO.
Parents will be fully consulted at each stage. Each of these intervention programmes is
detailed in appropriate sections of this policy and outlined by the flow chart in Appendix I.
The Code of Practice advocates a graduated response to meeting pupils’ needs. When they
are identified as having SEND, the school will intervene through SEN Support using an
‘Assess, plan, do, review’ process.
SEN support is characterised by interventions that are different from or additional to the
normal differentiated curriculum. This intervention can be triggered through a concern,
supplemented by evidence that, despite receiving differentiated quality first teaching, pupils
are not progressing as expected.
LEARNING PLANS - strategies for pupils’ progress will be recorded in an individual learning
plan. The learning plan will record only that which is different from or additional to the
normal differentiated curriculum, and will concentrate on three or four individual targets
that closely match the pupil’s needs. In line with the SEND Code of Practice (2015) the
learning plan will be developed with the child and parents.
External Support Where concerns around a child continue in spite of quality first teaching
and high quality intervention as outlined above, it is possible that advice from external
support agencies will be sought. External support services will advise on targets for a new
Passport and provide specialist inputs to the support process.
REQUEST FOR AN EDUCATION, HEALTH AND CARE PLAN (EHCP) - the school will
request an assessment for an EHCP from the LA when, despite an individualised programme
of sustained intervention within SEN Support, the child remains a significant cause for
concern.
REVIEWS OF STATEMENTS AND PLANS - EHC Plans are the new initiative and will begin
to be given after September 2014. For those children who already have Statement, these
will continue to be monitored and reviewed in the same way. Statements must be reviewed
annually. At Year 2 and Year 6 reviews Statements will be changed over to an EHC Plan,
therefore a different type of review will be held. This is called a Person Centred Review. At
this meeting, long-term aspirations for the child will be discussed in order to make the new
targets needed for the Plan. Through this process over time all Statements will be changed
into EHC Plans
Curriculum Access and Inclusion - Masefield Primary School strives to be an inclusive
school, engendering a sense of community and belonging.
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Partnership with parents Masefield Primary School firmly believes in developing a strong
partnership with parents and that this will enable children and young people with SEND to
achieve their potential. The school recognises that parents have a unique overview of the
child’s needs and how best to support them, and that this gives them a key role in the
partnership.
Voice of the child - at Masefield Primary School, we encourage pupils to participate in their
learning.
Updated by Mrs R Atkins – September 2018